ABSTRACT
There has never been a better time to consider new ways of constructing a relevant curriculum and the associated assessment regime. Around the world, particularly in developing countries, it is recognised that building enough schools of the right quality for the vast numbers of young people is a necessary first step, but if the curriculum offered is considered irrelevant by them or their parents, then school attendance will be patchy and drop-out rates will be huge. In resource-rich countries, schools are pressed for ever-improved outcomes, and there is a realisation that a tightly regulated academic curriculum does not serve the needs of all pupils and the over-prescription of what ‘should’ be taught can stifle creativity in teaching. Those who desire to make teachers ‘accountable’ for their classroom work and to improve standards now believe that giving schools more freedom will encourage new ways of levering improvement rather than simply imposing greater and greater external control by government.
